Full metadata record
|dc.contributor.advisor||Candice A. MacDonald||-|
|dc.description||☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.||-|
|dc.description.abstract||The ability to communicate in English has been considered a key to success in Korean society for more than a decade. Despite studying extremely hard and beginning English learning earlier and earlier, most students are still struggle to become fluent in English due to the fact there is still a focus on accuracy-driven testing, focusing on receptive skills (Bahk, 2013). In response to this issue, this Textbook seeks to, at an early age, integrate fun and meaningful listening, speaking, reading, and writing activities so that students will be more likely to get the good scores they need for higher education, and even better jobs in future (Amutha & Philomina, 2015). Krashen (2004) notes reading is one of the most effective ways, in context, to acquire language skills for second language learners (Amutha & Philomina, 2015). Therefore, while this Textbook provides ample opportunities to practice all skills, Extensive Reading (ER) and Intensive Reading (IR), for young students (YLs) will be the major focus in the development of their English skills.||-|
|dc.description.tableofcontents||A. Plan 4 B. Outline 9 C. Textbook 15 D. Teacher's Manual 64 References 89||-|
|dc.title||Extensive and Intensive Reading For Young Learners||-|
|dc.title.subtitle||Amelia Bedelia and Reading Fun!||-|
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